Education and inclusive policy-making: implications for research and practice

Vlachou, Anastasia

doi:10.1080/1360311032000139449

Cited by 83 publications

(49 citation statements)

References 31 publications

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“…Existe un amplio consenso (Echeita, 2007;Echeita et al, 2008;Vlachou, 2004) en que para progresar en los modos de responder a las necesidades educativas de los alumnos no basta con apelar a la ética ni a los valores o a los potenciales efectos beneficiosos que ello reportaría al conjunto del sistema educativo. Tampoco es suficiente con presentar al profesorado nuevas concepciones o nuevos recursos o pautas de acción eficaces: es necesario modificar las creencias implícitas al respecto.…”

Section: Introductionunclassified

Percepciones del profesorado sobre la inclusión: estudio preliminar

González-Gil

Martín

Castro

et al. 2016

reifop

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<p>Una característica inherente de la sociedad actual y, por tanto, del sistema educativo es la diversidad, ya sea ésta en términos culturales, lingüísticos, de intereses, características o capacidades. Con ello surge la necesidad de que dicho sistema proporcione a todos sus alumnos la respuesta a sus necesidades y características, potencie sus capacidades y facilite la adquisición de los aprendizajes establecidos para cada etapa educativa, bajo el paradigma de la inclusión. Numerosos estudios nacionales e internacionales consideran al profesorado una pieza clave en este proceso. Ello justifica la necesidad de reflexionar sobre el grado en que los docentes se encuentran preparados para asumir este reto. Así pues, el presente estudio tiene como objetivo analizar las actitudes y las necesidades formativas de los docentes respecto a las culturas, políticas y prácticas inclusivas. Para su evaluación se ha elaborado un cuestionario ad hoc que ha sido aplicado a 402 profesionales de la educación de la comunidad autónoma de Castilla y León. Los resultados muestran la existencia de múltiples necesidades relacionadas en general con la transformación de las escuelas en centros educativos más inclusivos, y en particular, con la formación en metodologías de trabajo más inclusivas, y estrategias para abordar todo el proceso.</p>

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Section: Introductionunclassified

Percepciones del profesorado sobre la inclusión: estudio preliminar

González-Gil

Martín

Castro

et al. 2016

reifop

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“…Attempts have been made to address this issue by providing alternative curricula (see above). Perhaps it would be pertinent to more fully destabilise the formal curriculum, based as it is on classed and ethnocentric norms (Bourdieu and Passeron, 1977;Vlachou, 1997) which can be viewed as irrelevant by many young people.…”

Section: Inclusion Into Alternative Social Network and The Reproductmentioning

confidence: 99%

Young people's embodied social capital and performing disability

Holt

2010

Children's Geographies

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This paper teases out how the identities of young people with mind-body-emotional differences are performed and constructed via their social relationships primarily within school spaces. Drawing upon the concept of embodied social capital (Holt, 2008), the paper explores empirically how young people's positioning within a variety of social networks (re)produces differentially valued identity positionings which can become embodied within young people's shifting senses of self.

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“…As a means of stimulating educational change, the Salamanca statement, alongside other UN declarations and proclamations on human rights, has been extremely powerful. However, even in nations well-attuned or deeply committed to inclusive schooling, efforts to realise inclusion are fraught with considerable difficulties, dilemmas, and contradictions that often result into piecemeal reforms (Vlachou, 2004). With this in mind, professional attitudes may act to facilitate or constrain the implementation of inclusion schemes, for the success of such innovative and challenging programmes must surely depend upon the co-operation and commitment of those most directly involved, namely, classroom teachers (Butler & Shevlin, 2001;Forlin, Douglas & Hattie, 1996).…”

Section: Introductionmentioning

confidence: 99%

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

Avramidis

Kalyva

2007

European Journal of Special Needs Education

332

202

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On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers toward inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing

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Education and inclusive policy-making: implications for research and practice

Cited by 83 publications

References 31 publications

Percepciones del profesorado sobre la inclusión: estudio preliminar

Percepciones del profesorado sobre la inclusión: estudio preliminar

Young people's embodied social capital and performing disability

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

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